SCOPE

Kelly Rodney


 * S C O P E **

a strategy for proofreading written work

 * Purpose: **

A mnemonic device to help students in grade 3 through 12 remember the steps in effective proofreading of written work.
= Benefits: = ====By following a definite plan to systematically search for specific kinds of errors, students are better able to focus on developing and connecting ideas when working on their drafts. ==== = The Strategy: = Proofread for only one thing at a time. This means you will have to reread your draft five times, but it is easier to catch one type of error (such as spelling) if you are not checking for others (such as punctuation or grammar) at the same time. = S pelling  = **Ask: Are the words spelled correctly? **    If using a word processor or computer to do your writing, don’t rely entirely on spell checkers as they are not foolproof. Spell checkers have a limited dictionary and some words show up as misspelled when they are simply not in the spell checker’s memory. In addition, they may not catch misspellings that are homonyms, such as “to” instead of “too” or “there” instead of “their.” = ** C apitalization ** = =**Ask: Are the first words of sentences, proper names, and proper nouns capitalized? **= ====Read slowly and carefully through each sentence, one at a time to check that appropriate words are capitalized. A ruler or note card may be used to isolate each line as it is examined. ====


=**Ask: Is the syntax – or word order – correct? **= ====Review phrases and sentences to make sure they make sense. If using a word processor or computer to do your writing, do not rely on grammar checkers as they cannot identify every error and often make mistakes. ==== = P unctuation  = = Ask: Are there appropriate punctuation marks in the correct places? =   While proofreading, circle each punctuation mark. This forces you to look at each one and consider whether or not it is appropriate.
 * O ****rder of words **

=**<span style="font-family: 'Century Gothic','sans-serif';">Ask: Do all sentences contain a noun and verb or is it only a phrase? **=
 * E ****<span style="font-family: 'Century Gothic','sans-serif'; font-size: 21.3333px;">xpress complete thoughts **

<span style="font-family: 'Arial','sans-serif';">Make sure all sentences convey a complete thought.
= <span style="color: #006600; font-family: 'Century Gothic','sans-serif';">Recommendations: =
 * Remind students that the way their written works look affects how others will judge or grade it. After working hard to develop and present their ideas, they should not let careless errors distract the reader from their message. If they pay attention to details they will make a good impression.
 * Staple a copy of the SCOPE strategy to students’ drafts to remind them to edit their work.
 * <span style="color: #006600; font-family: 'Century Gothic','sans-serif'; font-size: 21.3333px;">Assessment: **

<span style="font-family: 'Arial','sans-serif';">Record the number of errors in the work turned in by students for several weeks. Compare the numbers over time.

 * <span style="color: #006600; font-family: 'Century Gothic','sans-serif'; font-size: 21.3333px;">Correspondence to Common Core Standards: **

<span style="font-family: 'Arial','sans-serif';">W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
====<span style="font-family: 'Arial','sans-serif';">W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ====

= <span style="color: #006600; font-family: 'Century Gothic','sans-serif';">Resources: = <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">[]